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      Mobile-based assessment is promising in various aspects and researchers examined users’ experiences to find whether those promises were actualized. Promises of mobile-based assessment can be classified into two broad categories: providing mobility and practicality to assessment and helping some important educational practices such as supporting instruction; enabling different types of assessment. Research on mobile-based assessment has shown that mobile assessment provided a practical and meaningful assessment experience that could be accessible everywhere.

      Students’ experiences supported that mobile-based assessment provided mobility and practicality to their learning and assessment experiences. Huang, Lin, and Cheng (2009), for example,  in a study conducted with eighty students and eight teachers found that mobile phones provided mobility, appropriate enviroment for assessment, and an effective tool for testing. Similarly, medical science teachers in Virvou and Alepis’ study (2005), who required to be in many places through the day such as hospital, college classrooms, and clinics, enjoyed the mobile nature of mobile based assessment. In another study, Romero, ventura, de Bra mobile (2009) indicated that learners could use mobile assessment for self-assessment  in their free time, traveling, or waiting for transportation. And lastly, Santoes et al. ‘s study has shown that mobile-based assessment allows students to create and follow an assessment in a real-world environment underlined a unique a specialized contribution of mobile nature of mobile assessment.

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    In addition to mobility, studies in this area have indicated that mobile-based assessment was practical to use. For example, in the studies conducted by Taylore et al.’s and Santos et al., the participants preferred using mobile phones over carrying piles of paper of their performance or a dossier with questions. Also, research on mobile-based assessment has shown that students can benefit from receiving feedback (Santos et al., 2011; Taylore et al., 2010), keeping track of their improvement (Dearnley et al., 2013; Virvous & Alepis, 2005), and opportunity for self-directed learning (McGuire, 2005). In addition, students reported that mobile-based assessment encouraged reflection (Dearnley et al., 2013), enhanced accessibility for everyone (Romero et al., 2009), allowed for more dynamic activities (Santos et al., 2011), and indicated interaction between learners and teachers (McGuire, 2005; Taylore et al., 2010).

 

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